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.44 is equal to a year's growth in one year. This effect size is greater at .54

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.44 equals a year's growth in one year. This effect size is .88 which equals two years growth in one year!

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.44 equals a year's growth in one year. This effect size is 1.33 which is equal to 3 years growth in one year!

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John Hattie on Good Learners

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Professor John Hattie - Visible Learning 2016.

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This is our baseline video that was filmed in January of 2022. Let's build assessment-capable visible learners.

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Heard County Schools Visible Learning Baseline Video 2022

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Good Student versus Good Learner

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What does it mean to be a good learner?

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Goal Setting

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Working Through Mistakes

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Making Mistakes

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South Effingham Teachers discuss Learning Targets & Success Criteria

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South Effingham Elementary Danielle Paresi & Beverly Summitt

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Special Education Teacher on the impact on Students with Disabilities

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South Effingham Elementary Madison Hurst

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Kindergarten Self Assessment

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A Hands-On Guide to Making Learning Visible and Measurable

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.44 equals a year's growth in one year. This effect size is greater at .66 which is about a year and half's worth of growth in one year.

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Student self assesses where he is on a writing continuum. This post could be categorized under success criteria as well.

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Writing Success Criteria (Middle Grades)

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Student self assesses using success criteria. 

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Student self assesses using success criteria. 

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Self Assessment effect size is 3 years of growth in one year.

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Writing Success Criteria 2 (Middle Grades)

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Relevance & Self-Assessment go hand-in-hand

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Relevance & Self-Assessment go hand-in-hand

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Relevance is associated with higher levels of self-regulation of learning.

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3 Questions Students Should Be Able to Answer

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3 Questions Students Should Be Able to Answer

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Students cannot self-assess where they are in their learning if they cannot answer these questions.

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Relevance & Self-Assessment go hand-in-hand

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Relevance & Self-Assessment go hand-in-hand

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This student knows why he is learning about sensory details and describe how he transfers this knowledge to other settings.

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This is true of both students and adults

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Kindergarten Student Explains Success Criteria of Writing

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Kindergarten Student Explains Success Criteria of Writing

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Kindergarten Writing Rubric Explained by a Student

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These Students DO NOT Know Why They Are Learning Their Lesson Today.

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These Students DO NOT Know Why They Are Learning Their Lesson Today.

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NON-Example of Relevance

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These Students ABSOLUTELY Understand Why They Are Learning Their Lesson Today.

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These Students ABSOLUTELY Understand Why They Are Learning Their Lesson Today.

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Relevance and Self-Assessment go hand-in-hand.

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Students self assess their writing and determine a next step

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Effect Size is 1.33- 3 years of growth in one year.

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Effect Size is 1.33- 3 years of growth in one year.

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Good videos here.

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Video 1.1: Teaching Strategies for Visible Learners, K-5

Video 1.2: Teaching Strategies for Visible Learners, 6-12

Video 2.1: Helping Students Notice What They Do and Do Not Know

Video 3.1: Creating Learning Intentions and Success Criteria, Part 1

Video 3.2: Creating Learning Intentions and Success Criteria, Part 2

Video 3.3: Learning Intentions and success Criteria in High School Math

Video 3.4: Communicating Relevance

Video 3.5: Teacher Clarity

Video 3.6: Developing Academic Self Efficacy

Video 4.1 Choice and Deliberate Practice, K-5

Video 4.2: Choice and Deliberative Practice, 6-12

Video 5.1: Creating Opportunities for Feedback

Video 5.2: Providing Specific and Actionable Feedback

Video 5.3: Teaching Students to Assess their Own Learning

Video 5.4: Viewing Errors as Opportunities

Video 5.5: Viewing Errors as Opportunities in High School Math

Video 6.1: Teaching Young Children to Monitor their Progress

Video 7.1: Assessments Designed to Inform Learners

Video 8.1: The Characteristics of an Assessment-Capable School

Video 8.2: Mindframes of Assessment-Capable Teachers

Video 8.3: Mindframes of School Leaders

Video 8.4: Culture and Climate at Assessment-Capable Schools

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Video 1.1: Teaching Strategies for Visible Learners, K-5 Video 1.2: Teaching Strategies for Visible Learners, 6-12

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Effect size 1.33- 3 Years of growth in one year

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Teachers and students review what it is they will be learning for the day. At the end of the day, they revisit these to reflect and self-assess.

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Algebra Learning Intentions and Success Criteria

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Students and Teachers review at the beginning of the day. At the end of the day they revisit so that students can reflect and self-assess.

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Algebra Learning Intentions & Success Criteria

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Algebra Learning Intentions & Success Criteria

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7th Grade Learning Intentions & Success Criteria

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7th Grade Learning Intentions & Success Criteria

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Number Sense Learning Targets/Success Criteria